4.
2 Are Our Children Learning? • Literacy and Numeracy Across East Africa • 2013
ACKNOWLEDGEMENTS
U
wezo is part of Twaweza, an independent East African initiative that promotes access to information, citizen
agency and improved service delivery outcomes across the region. The data for this report was collected in
2012 by the Uwezo country teams led by Dr. John Mugo in Kenya, Richard Ssewakiryanga in Uganda and Zaida
Mgalla in Tanzania. Dr. Mary Goretti Nakabugo, the current country coordinator in Uganda oversaw the finalisation of
the data analysis process while Dr. Sara Ruto, Regional Manager, Uwezo provided overall leadership and support. The
country teams rely on hundreds of local partners and thousands of volunteers who play a crucial role in the success
of this initiative. We acknowledge their effort and continued commitment. We also acknowledge, with gratitude the
roles played by Women Educational Researchers of Kenya (WERK) and the Uganda National NGO Forum (UNNGOF)
who were the Uwezo hosts in Kenya and Uganda respectively.
For two consecutive years, we have benefited from the technical skills and expertise of Dr. Sam Jones, who has
cleaned the data, undertaken analysis and compiled this report. Dr. Youdi Schipper of Uwazi at Twaweza oversees
the technical side of the work. Editing support was provided by Risha Chande, Communications Manager. Overall
guidance and quality assurance on the project and report is provided by Rakesh Rajani, Head of Twaweza.
The work of Uwezo at Twaweza is supported by thoughtful and progressive donors, including the Hewlett Foundation,
DFID (UK), Sida, Hivos, CIFF, AJWS and the World Bank. We appreciate their continued support. The findings and
recommendations herein do not necessarily represent the views of any of these partners.
All the data used in the report are drawn from the Uwezo 2012 and earlier national assessments and can be
downloaded from www.uwezo.net.

6.
4 Are Our Children Learning? • Literacy and Numeracy Across East Africa • 2013
1. INTRODUCTION
Sara Ruto and Rakesh Rajani1
W
hy do we send our children to school? Do we
do so to be able to say ‘my child is in school’?
Or do we do so to enable our children to
learn?
Across East Africa more and more children are going
to school. Billions of shillings have been poured into
the education sector, with budgets increasing in recent
years. A range of programs, policies and laws prioritise
and promote education. Government leaders, civil
society groups, media and donors continually emphasise
the importance of quality schooling. The key question
then is: how have these efforts and pronouncements
translated into demonstrable learning outcomes for
children across the region?
Uwezo at Twaweza is part of a family of citizen-led
household-based assessments that seek to establish
children’s actual learning proficiencies. The model was
established by ASER/Pratham in India in 2005 and has
since been adapted for use in Pakistan (2009), Tanzania,
Kenya, and Uganda (2009), Mali (2011) Senegal (2012)
and recently in Mexico (2013). In 2012 alone, these
assessments covered over one million children in South
Asia and sub-Saharan Africa, including about 350,000
in East Africa. Conducted annually, children aged 6 to
16 years across East Africa are tested on their ability to
perform basic literacy and numeracy tasks set at the
Grade 2 level.
This report has two main objectives. First, it presents
the headline findings of the third round of the Uwezo
learning assessment surveys, implemented in Kenya,
Mainland Tanzania and Uganda in 2012. Second, based
on the three rounds of the Uwezo surveys, it highlights
emerging evidence of trends in learning outcomes over
time.
The principal finding in this report, echoing results from
previous years, is that children are not learning. Children
are not acquiring the foundational skills of literacy
and numeracy consistent with the official curricular
requirements in their countries. Indeed, the low learning
levels suggest a continued crisis that demands attention.
Specifically:
1 Less than a third of children enrolled in
Grade 3 have basic Grade 2 level literacy and
numeracy skills;
2 A significant number of children do not possess
foundational Grade 2 level skills even as they
approach the end of the primary school cycle.
This implies that that the quality of learning
is low Less than a third of children enrolled in
Grade 3 have basic Grade 2 level literacy and
numeracy skills;
3 There are large differences in learner
achievement among the three East African
countries, with Kenya performing better, and
Uganda faring worst;
4 Tanzania has sizeable differences in literacy and
numeracy skills. The skills gaps in Kenya and
Uganda are much smaller;
5 Within countries there are large disparities;
for example, the best and worst performing
districts in East Africa are all in Kenya;
6 Children from poorer households consistently
achieve lower competency levels, on all tests
and across all ages; and
7 Out of every ten teachers, at least one is
absent from school on any given day in East
Africa.
1
Dr Sara Ruto is the Regional Manager of Uwezo East Africa at Twaweza. Rakesh Rajani is the Head of Twaweza.

7.
5Are Our Children Learning? • Literacy and Numeracy Across East Africa • 2013
The 2013 report plots learning trends over the last three
years with disappointing findings: learner achievement
in these basic tests have remained constant across East
Africa with slight changes in numeracy in Tanzania.
These findings are worrying. East Africa has declared
ambitious aspirations for the future in the Vision 2025
(Tanzania), 2030 (Kenya) and 2040 (Uganda). What does
the fact that our school systems produce illiterate and
semi-literate children imply for the realistic achievement
of these ‘Visions’? Can vibrant economies and creative
democracies be built in East Africa when the majority
of our children cannot read and count well? And as
inequalities – between the rich and poor, urban and
rural – get reinforced, what does it mean for the social
cohesion the region desperately needs?
And this is not a problem faced by East Africa alone;
around the world more than 250 million primary school
age children cannot read or count well, some even after
four or more years of schooling2
.
This report is being released on the eve of 2015; the
year by when nations of the world had committed to
all children having ‘measurable learning outcomes,
especially in literacy, numeracy and essential life
skills’3
with specific targets on access, early childhood
education, gender parity, adult literacy and quality
education, and that no child would be left behind. But as
the 2013/4 EFA Global Monitoring Report demonstrates,
not a single goal will fully be achieved globally by 2015,
and millions of children are in fact being left behind.
That said, it is gratifying to note that today many
acknowledge these concerns and agree that we cannot
continue with ‘business as usual’. Many agree that
the learning crisis requires us to take an ‘access plus
equitable learning approach’. But it is not enough to
acknowledge it. We need to see tangible actions that
will redress the situation, and ensure that children are in
school and learning.
On the eve of 2015, we need fresh sets of solutions
informed by different mindsets. We need to question
the beliefs and practices that have become accepted
wisdom. We need to re-examine whether our obsession
with learning inputs and organizing classrooms by grade
and age in fact enable learning. We need to figure out
what it will take to get teachers to come to school every
day and teach well, so that we do not waste children’s
time and crush their aspirations. We need creative,
evidence-based ideas on what works to drive our policy
agenda, and sharp political economy analysis and action
to get the execution right.
In the past 15 years, a committed global coalition –
involving governments, activists, donors and others
– came together to achieve significant progress on
expanding access to education. How we learn the lessons
from that effort to convene an even more powerful
coalition of delivery on learning outcomes will perhaps
be the greatest challenge for the next decade.
If we put our minds, hearts and imagination to it, we
could make it happen.
The principal finding in this report, echoing results from previous
years, is that children are not learning. Children are not acquiring
foundational skills of literacy and numeracy consistent with the
official curricular requirements in their countries.
2
2013/4 EFA Global Monitoring Report, Unesco. http://unesdoc.unesco.org/images/0022/002256/225660e.pdf
3
World Education Forum, Dakar Goal 6. For more details, see: www.unesco.org/education/efa/wef_2000

9.
7Are Our Children Learning? • Literacy and Numeracy Across East Africa • 2013
2. UWEZO SURVEYS
T
he Uwezo learning assessment surveys began in
Kenya in 2009, followed by mainland Tanzania
and Uganda in 2010 (Uwezo 1). The surveys were
conducted again in all three countries in 2011 (Uwezo 2)
and the third survey round (Uwezo 3) was completed in
2012.Over this period, the tests and surveys were carried
out among a nationally representative random sample
of children of primary school (age up to 16), and so the
results can be used to monitor national and regional
performance, trends over time and to compare districts
(within and between countries).
2.1 Coverage of the Surveys
Table 1 summarises the coverage of the three survey
rounds in each country, indicated by the year of data
collection. Surveys have been nationally representative
from the start but from 2011 they were also
representative at district level. All (census) districts,
with the exception of nine, were covered from 20114
.
As the table shows, in terms of the number of districts
included (and consequently the number of children
surveyed), there are important differences between the
surveys within each country. Specifically, the Uwezo 1
surveys covered approximately one third of all districts
in each country. These districts were randomly selected
to ensure representativeness at regional and national
levels. In the subsequent rounds, virtually all districts
were covered. Across all surveys, the sample size is large
and therefore provides unparalleled coverage of the
potential diversity in learning outcomes according to
socio-economic and geographic differences. Indeed, we
have a sample of approximately 1000 children for each
district in each survey round.
Country Year Districts % Schools Villages Households Children
Kenya 2009 70 (44) 2,160 2,160 32,179 74,781
2011 123 (78) 3,474 3,608 53,522 125,661
2012 156 (99) 4,539 4,559 64,909 145,564
Tanzania 2010 42 (32) 1,010 1,062 18,098 35,540
2011 132 (99) 3,733 3,841 57,945 110,435
2012 126 (95) 3,624 3,752 56,106 105,352
Uganda 2010 27 (34) 748 786 12,380 32,768
2011 79 (99) 2,115 2,329 35,359 100,715
2012 80 (100) 2,279 2,378 34,667 92,188
Total 2009/10 139 (37) 3,918 4,008 62,657 143,089
2011 334 (90) 9,322 9,778 146,826 336,811
2012 362 (98) 10,442 10,689 155,682 343,104
Notes: % indicates the percentage of all districts covered; the district list is based on the administrative divisions in the
latest release of population and housing census data at the time of the survey design; all other columns give the number
of units sampled and included in the cleaned data.
Source: calculated from the Uwezo 1, 2 and 3 data.
4
In 2012, 6 districts in the Mtwara region and Rungwe of Tanzania were excluded because the regional administrative authorities prevented the survey from
being conducted in their area. In Kenya two districts were not covered due to difficulties with local implementing partners.
Table 1: Coverage of the Uwezo Survey Rounds

10.
8 Are Our Children Learning? • Literacy and Numeracy Across East Africa • 2013
2.2 Uwezo Research Design
Before considering the main findings three technical
aspects of the surveys and the data used herein should
be mentioned.
First, other than the first year, Uwezo uses a two-step
sampling approach. The stratum is the district, and all
census districts are included. The next step involves
using probability proportional to size (PPS) to select
30 enumeration areas (EAs - typically villages) per
district. Finally, in each EA, households are listed and
based on calculation of an nth number, 20 households
are selected. The design ensures representation at
district and national levels for all children aged 6 (and in
Tanzania 7) to 16 years.
Second, all the data used here has been subject to
cleaning based on the same data management protocol.
Additionally, missing observations on test scores have
been imputed (based on a random regression method)
to reduce systematic bias. For this reason, the results
presented here may vary slightly from previously
published regional and national reports.
Third, readers should be aware that the tests contained
in the Uwezo surveys are not identical (see Appendix
B). Although the same methodology is used to develop
the tests, the tests are still based on the curriculum
expectations of the respective countries. Even so, these
differences are slight. Moreover, to aid comparability
across countries, only equivalent questions across the
surveys are included in the literacy and numeracy results.
Differences within countries over time in the tests are
included to avoid “repetition bias” which would occur
if children become habituated to the tests.5
The above
points are important because they may introduce some
additional noise or non-sample error into the data.
Whilst this is difficult to quantify, we do not believe it is
so large as to undermine the principal findings reported
here.
2.3 Literacy and Numeracy Tests
The content of the Uwezo surveys is described in the
country-specific survey reports (see www.uwezo.net).
For every household, a short set of questions was
administered to the household head to collect basic
information (e.g, household characteristics). Additionally,
a short literacy and numeracy test was administered
to each child in the household aged between 6 (7 in
Tanzania) and 16 years.
The enumerators or volunteers also recorded further
details about the child, including whether he/she attends
school and at what grade. In all countries a literacy test
was administered based on the English language, which
is the principal language of instruction in Kenya and
Uganda.6
In Tanzania and Kenya (but not in Uganda)
a further literacy test was administered in Kiswahili.
However, in a small number of districts in Uganda,
a (pilot) literacy test was administered in four local
languages, namely Luganda, Leblango, Lunyoro-Rutooro
and Ateso. The literacy tests entails reading a letter
(letter sounds), reading a word, reading a paragraph and
reading and comprehending a short story. Numeracy
tests involve number recognition, place value and
performing basic operations of addition, subtraction and
division (the latter only in Uganda and Kenya).
The Uwezo tests are set according to the Grade 2 level
curriculum for each country, which is the level to be
attained after two years of primary education. Thus,
assuming education quality standards are maintained,
one should expect pupils at Standard 3 or above to
correctly answer all the test questions. This is termed a
‘pass’ in the presentation of the results. To simplify the
presentation, we also often present results for a single
literacy test. For each child, this refers to the highest
score on any one of the literacy tests. Thus, if a child
in Tanzania is able to pass the English literacy test but
fails the Kiswahili test she would receive the score from
the English test (and vice versa). Appendix B provides
examples of the literacy and numeracy tests used in the
2012 Uwezo survey round in the three countries.
5
A rotational panel is used where each year 10 new EAs, forming a third of this sample, are added. In addition, household lists are generated each year. This
lessens the likelihood of the same households being sampled. This notwithstanding, approximately two thirds of the enumeration areas in each district are
retained from previous rounds, so there is a small risk that some households are surveyed in multiple rounds.
6
In lower primary school in Kenya and Uganda the local language of the catchment area ought be used; this policy tends to be followed more widely in Uganda.

13.
11Are Our Children Learning? • Literacy and Numeracy Across East Africa • 2013
3. KEY FINDINGS
Fact 1: Less than one third of pupils enrolled in Grade 3 possess basic literacy and
numeracy skills.
The evidence has remained constant. Less than one in
three Grade 3 pupils passed any of the tests. Specifically,
29% of Grade 3 pupils passed the numeracy test while
25% passed the literacy test. Approximately one in six
pupils (or 16%)passed both the literacy and numeracy
tests (combined). Many children in East Africa are not
acquiring basic competencies during the early years
of primary school (as per national curricula). Country-
specific pass rates for these tests by grade are found in
Appendix A.
The first two rounds of the Uwezo surveys provided clear
evidence that the basic numeracy and literacy skills of
primary school children were deficient across the region.
The third round points to the same conclusion. Figure 1,
which refers to the three countries together, reports the
percentage of children enrolled at Grade 3 of primary
school who are able to pass the Grade 2 level numeracy
and literacy tests they were assessed in.7
In addition,
the figure shows the percentage of Grade 3 pupils in the
region that passed both the literacy and numeracy tests
– i.e. this measures the proportion able to pass both
tests at the same time (“combined”).
The evidence
has remained
constant...Many
children in East
Africa are not
learning basic
competencies
during the
early years of
primary school
(as per national
curricula).
Notes: “combined” refers to passes on both the numeracy test and at least one of the
literacy testsin the survey.
Source: calculated from the Uwezo 3 data.
Figure 1: Test pass rates for children enrolled in Standard 3,
East Africa
29
25
16
0
5
10
15
20
25
30
35
40
45
50
Numeracy Literacy Combined
7
As noted in the Introduction, the child is said to have passed the literacy test if he or she can read a short paragraph in any one of the languages tested.

14.
12 Are Our Children Learning? • Literacy and Numeracy Across East Africa • 2013
Evidently,
therefore, the
number of years
of completed
schooling does
not effectively
translate into
genuine learning
for a substantial
share of pupils.
Fact 2: Among pupils enrolled in Grade 7, two in ten do not have Grade 2 level
literacy and numeracy competencies.
Grade 3 results, as is to be expected, but nevertheless a
significant share of pupils continue to fail the tests. One
out of five or 20% of children in Grade 7 are not able
to pass both the literacy and numeracy tests. Evidently,
therefore, the number of years of completed schooling
does not effectively translate into genuine learning for a
substantial share of pupils. Country-specific pass rates for
these tests by grade are in Appendix A.
Consistent with the previous surveys, the evidence is
clear that some children nearing the end of primary
school do not have the basic competencies they ought
to have acquired in lower primary. Figure 2 shows the
share of pupils enrolled in Grade 7 (the final year of
primary school in Tanzania and Uganda; the penultimate
year in Kenya) who passed the tests, set at the Grade
2 level. The Grade 7 pass rates are better than the
Notes : “combined” refers to passes on both the numeracy test and at least one of the
literacy tests included in the survey.
Source: calculated from the Uwezo 3 data.
Figure 2: Test pass rates for children enrolled in Standard 7,
all East Africa
86 89
80
Numeracy Literacy Combined
0
20
40
60
80
100
STORY
Sample story from Uganda that some Primary 7 children cannot read.
My name is Agaba. I have a friend. She is called Akello. Today
my mother took us to school. She drove us in her car. It was
very early in the morning. We were the first children to reach
the school.

15.
13Are Our Children Learning? • Literacy and Numeracy Across East Africa • 2013
Two points are worth reiterating. First, that the best and
worst performing districts come from Kenya may point to a
higher equity gap in that country. Second, a number of the
bottom districts in both Uganda and Kenya are bordering
districts and this may point to similar factors affecting
learner achievement.
While Kenyan
and Tanzanian
children perform
approximately
the same on the
numeracy tests,
20% more Kenyan
children are
able to pass the
literacy test (76%
versus 56%).
Notes : “combined” refers to passes on both the numeracy test and at least one of the
literacy tests included in the survey.
Source: calculated from the Uwezo 3 data.
Figure 3: Test pass rates for children aged 10+, by country
68
76
63
68
56
50
44 47
38
Kenya
%pupilspassing
Numeracy Literacy Combined
Tanzania Uganda0
10
20
30
40
50
60
70
80
90
100
Fact 3: There are large differences in test results among countries.
Differences in literacy and numeracy skills among
children in different countries can be driven by many
factors. One of these is the share of children at each age
that are attending school. For this reason, when making
comparisons between countries, it is informative to
include all children (of a given age) not just those who
are attending school. Figure 3 compares pass rates for
all children aged 10-16 in each country and highlights
substantial differences between Kenya, Tanzania and
Uganda with respect to the basic literacy and numeracy
skills (test results) of school age children. While Kenyan
and Tanzanian children perform approximately the
same on the numeracy tests, 20% more Kenyan children
are able to pass the literacy test (76% versus 56%). On
average, Ugandan children perform worst on all tests –
less than 4 in 10 children aged 10-16 years display both
numeracy and literacy skills at a Grade 2 level.

16.
14 Are Our Children Learning? • Literacy and Numeracy Across East Africa • 2013
Fact 5: There are large differences in pass rates across the region.
To understand differences in pass rates within each country, it is helpful to make comparisons between administrative
districts. Table 2 shows the top and bottom districts in the region and for each country, based on the proportion of
children aged 10-16 that can pass both the literacy and numeracy tests.
Even though
Kiswahili is
the medium
of instruction
in Tanzanian
government
primary schools,
Kiswahili literacy
falls significantly
behind average
numeracy skills.Notes: tests in local languages (“ethnic”) were piloted in a small number of Ugandan districts.
Source: calculated from the Uwezo 3 data.
Figure 4: Test pass rates for children aged 10+, by country
44
43
46
68
53
35
68
74
71
0 20 40 60 80
% pupils passing
Uganda
Tanzania
Kenya
Numeracy
Ethnic
English
Numeracy
Kiswahili
English
Numeracy
Kiswahili
English
The Uwezo tests include literacy tests in more than one
language. To get a better sense of how children perform
on the full range of tests, Figure 4 shows pass rates for
the different languages included in the tests (as well
as the numeracy test) included in the Uwezo 3 survey.
In Kenya and Uganda, we see that children perform
similarly across all tests, indicating no large gap in literacy
and numeracy skills. This is not the case for Tanzania.
Fact 4: Differences between literacy and numeracy skills are largest amongst
Tanzanian children.
Even though Kiswahili is the medium of instruction
in Tanzanian government primary schools, Kiswahili
literacy falls significantly behind average numeracy
skills. Moreover, English skills are even weaker – while
68% of Tanzanian children aged 10-16 are able to pass
the numeracy test only 35% can pass an English literacy
test. This is of particular concern given that secondary
schooling in Tanzania is taught in English.

18.
16 Are Our Children Learning? • Literacy and Numeracy Across East Africa • 2013
Table 2 shows large gaps in education outcomes between
districts in each country. Taking the region as a whole
(Panel a), Kenyan districts dominate the top ranks where
approximately 80% (or more) of all children aged above
10 years are able to pass both the literacy and numeracy
tests. Although the tests are at Grade 2 level, this at
least indicates that these districts are able to ensure that
that vast majority of children have a solid foundation
for future learning. With the exception of one Kenyan
district (East Pokot), the worst performing districts are
generally found in Uganda. In these locations, at most
one in every four children aged 10 or over pass the
literacy and numeracy tests. For each country, large
differences between the best and worst districts are
found. The gap in the mean pass rate between the top
and bottom districts is equal to 80% in Kenya, 52% in
Tanzania and 49% in Uganda.
While such district ranking at best shares ‘thin’
information, it is still instructive. Two points are worth
reiterating. First, that the best and worst performing
districts come from Kenya may point to a higher equity
gap in that country. Second, a number of the bottom
districts in both Uganda and Kenya are bordering districts
and this may point to similar factors affecting learner
achievement.
Fact 6: Children from poorer households consistently perform poorly.
An alternative way of comparing literacy and numeracy
skills within countries is to make comparisons between
children from different backgrounds. To do so,
households in the survey were categorized into three
socio-economic groups according to durable assets
owned, access to electricity and/or clean water, and
mother’s formal education level. Using this somewhat
crude measure, one finds large differences across
the socio-economic groups in terms of literacy and
numeracy skills (Figure 5). Figure 5 shows that the
proportion of children passing both the literacy and
numeracy tests in non-poor households in each country
is approximately double the pass rate of children in
ultra-poor households. The gap between poor and ultra-
poor households is the same in Kenya and Tanzania
(28 percentage points), but is lower in Uganda (21
percentage points).
Source: calculated from the Uwezo 3 data.
Figure 5: Average pass rates on both the literacy and
numeracy tests by household socio-economic status,
all children aged 10+
24
32
45
31
43
59
42
56
70
0 10 20 30 40 50 60 70 80 90
% pupils passing
Uganda
Tanzania
Kenya
Ultra-poor
Poor
Non-poor
Ultra-poor
Poor
Non-poor
Ultra-poor
Poor
Non-poor
The gap between
poor and ultra-
poor households
is the same
in Kenya and
Tanzania (28
percentage
points), but is
lower in Uganda
(21 percentage
points).

19.
17Are Our Children Learning? • Literacy and Numeracy Across East Africa • 2013
Fact 7: At least one teacher in ten is absent from school in East Africa on any given
school day.
The Uwezo survey process involves a school visit where
data on varied school characteristics, such as enrollment
and attendance is collected. In each enumeration area
(EA) where children are assessed, data are also collected
from a public primary school. If a school is not located
within the EA, then data are collected from the nearest
public school attended by children from that EA. In
2012, a total of 10,422 schools across East Africa were
observed. A significant number of teachers are absent
from schools on any given day. Figure 6 reports the
attendance rate of teachers, calculated as the proportion
of teachers present in school out of the total number
of teachers. It shows that approximately 11 percent of
teachers are absent in Kenya and Uganda, while around
18 percent are absent in Tanzania. In absolute terms, this
implies that an average of 13% of teachers are absent
from primary school in the region.
These results paint a grim picture, especially for Tanzania
where almost 2 in every 10 teachers are absent from
school. Being in school does not however mean that
the teacher is teaching. A study that investigates actual
teacher learner contact may have even more alarming
results.8
...this implies
that an average
13% teachers
are absent from
primary school
in the region.
Source: calculated from the Uwezo 3 data.
Figure 6: Average teacher attendance rates (in %) for
government primary schools in East Africa.
89
82
89
020406080100
Teacherattendancerate(%)
Kenya Tanzania Uganda
8
The service delivery indicators by the World Bank in Kenya established that 4 in 10 teachers were not in class, and that teaching time stood at 2 hour 40 minutes
out of the expected 5 hours 42 minutes.

21.
19Are Our Children Learning? • Literacy and Numeracy Across East Africa • 2013
4. TRENDS IN LEARNING
Overall trends in basic competency levels have been stable since 2009/10.
Since three rounds of Uwezo surveys have been
completed, all of which are representative at regional
and national levels (despite some sample differences
between the three rounds), the data now allow for
an analysis of trends over time. Figure 7 summarises
regional trends across the three rounds, respectively
denoted by the numbers 1, 2 and 3. It shows the
proportion of all surveyed children that report to be
attending school as well as the regional mean of the
average score for each child from the literacy and
numeracy tests combined.9
The data show that there
have been no significant changes in outcomes at
regional aggregate level or in each country (Figure A.2,
Appendix A). In short, for the three years Uwezo has
conducted national assessments, the learning needle
has hardly moved. It is a constant reminder that many
children continue to remain illiterate and innumerate.
Notes: enrolment refers to either primary or secondary schooling, not pre-school.
Source: calculated from the Uwezo 1, 2 and 3 data.
Figure 7: Average rates of enrolment and the mean test score for all surveyed
children in East Africa, by survey round (all children)
91 91 91
64 64 65
2030405060708090100
%
Enrolled in school Mean test score
1 2 3 1 2 3
The data show
that there have
been no significant
changes in outcomes
at regional aggregate
level or in each
country... It is a
constant reminder
that many children
continue to remain
illiterate and
innumerate.
9
The mean test score for each child differs from the combined pass rate. The latter is not used as it distributed less smoothly (there are fewer values it can take),
meaning that it may overstate differences that occur due to measurement error.

22.
20 Are Our Children Learning? • Literacy and Numeracy Across East Africa • 2013
There is no evidence of large improvements in test scores either across countries or
socio-economic groups.
Looking further at trends over time, we consider changes
in the average test score between the first and third
rounds of the Uwezo surveys, differentiated by country
and by socio-economic group. Again, we find few large
changes.10
This is illustrated in Figure 8, which reports the
difference in percentage points in the average numeracy
and literacy test scores for each socio-economic group
(defined in the same way as described in Fact 6, Section
2), as well as for the country as a whole. A negative value
indicates that the test score has fallen between the first
and third rounds; a positive value indicates that it has
risen over time.
In both Kenya and Tanzania, the changes are slight and
are only significantly different from zero for the non-
poor and poor groups in Tanzania. In Uganda, we find
somewhat larger changes across the socio-economic
groups, which are all statistically significant. Mean
test scores for non-poor households appear to have
declined while they have moderately risen for ultra-
poor households. It is important to stress, however, that
this finding may well be driven by sample error and/or
changes in household socio-economic status. Further
rounds of the Uwezo surveys are necessary to validate
these trends.
Notes: pass rates refer to the combined literacy and numeracy test.
Source: calculated from the Uwezo 1, 2 and 3 data
Figure 8: Changes in mean test scores between ﬁrst and third Uwezo survey
rounds, by country and socio-economic group (all children)
'
-1
5
-2
-4
2
-1
3
2
0
-2
-1
-0
-5 0 5
Difference in test scores (Round 3 - Round 1), in % points
Uganda
Tanzania
Kenya
ALL
Ultra-poor
Poor
Non-poor
ALL
Ultra-poor
Poor
Non-poor
ALL
Ultra-poor
Poor
Non-poor
In Uganda...mean
test scores for non-
poor households
appear to have
declined while they
have moderately
risen for ultra-poor
households.
10
For the full national results, all changes are significant in a statistical sense. However, this reflects the very large sample sizes involved and does not take into
account non-sample error that may arise due to small changes in the Uwezo tests.

23.
21Are Our Children Learning? • Literacy and Numeracy Across East Africa • 2013
Almost 4 of every
10 children, in
this advanced
age bracket
(considering that
these are Grade 2
level tests) remain
unaccounted for
in the literate
and numerate
community.
Average pass rates on the Uwezo tests have not changed in Kenya.
Notes: pass rates refer to the combined literacy and numeracy test.
Source: calculated from the Uwezo 1, 2 and 3 data
Figure 9: Test score pass rates for individual tests in Kenya
by survey round (all children aged 10+)
62
65 63
68
72 71 71
74 74
67
69 68
020406080100
Combined English Kiswahili Numeracy
1 2 3 1 2 3 1 2 3 1 2 3
Pass rates across the individual Uwezo tests have been
extremely stable in Kenya over the survey rounds. Thus,
there is no evidence to suggest that school quality is
either improving or declining. Over the last three years,
the competency level for children aged 10 and above,
which corresponds with children who officially ought
to be in Grade 4/5 and above, has hovered between
an average of 62% and 65%. This implies that almost 4
out of 10 children are not literate or numerate at Grade
2 level a full two to three years after they should be.
Overall, Kiswahili skills are stronger than numeracy skills.

24.
22 Are Our Children Learning? • Literacy and Numeracy Across East Africa • 2013
Average numeracy
pass rates
improved from
63% to 68%
which would be
consistent with a
trend improvement
in basic numeracy
skills.
Tanzanian children have moderately improved in terms of numeracy tests since
2010, but their literacy skills show no evidence of improvement.
The first round of the Uwezo surveys covered
approximately 30% of districts in Tanzania, compared
to almost 100% of districts in subsequent rounds.
Figure 10 indicates a relatively large improvement on
the numeracy test between the first and last survey
rounds. At the same time, there is no evidence of
any improvements in the literacy tests over time.
Comparison of the second and third rounds results
should be considered more reliable since there is
greater similarity in coverage of the samples and greater
similarity of the tests, especially in numeracy. Here,
we note that differences in pass rates on the tests are
much smaller. Nonetheless, average numeracy pass rates
improved from 63% to 68% which would be consistent
with a trend improvement in basic numeracy skills.
Further rounds of the Uwezo surveys are necessary to
validate these trends.
Source: calculated from the Uwezo 1, 2 and 3 data
Figure 10: Test score pass rates for individual tests in Tanzania
by survey round (all children aged 10+)
'
42
48
50
32 33
35
60
54 53
46
63
68
020406080100
Combined English Kiswahili Numeracy
1 2 3 1 2 3 1 2 3 1 2 3

25.
23Are Our Children Learning? • Literacy and Numeracy Across East Africa • 2013
If one compares
the Kenya and
Tanzania results, the
Uganda evidence
shows more
variation across
the years, with
children performing
better in numeracy
competencies
compared with
English.
Ugandan children have moderately improved on the Uwezo English literacy test, but
numeracy skills have fallen slightly.
Contrary to the trends reported for Tanzania, Ugandan
children show a moderate improvement in English
literacy skills but a decline in numeracy skills over time.
If one compares the Kenya and Tanzania results, the
Uganda evidence shows more variation across the years,
with children initially performing better in numeracy
competencies compared with English. Again, because
it is difficult to establish robust trends from just three
observations, further rounds of the Uwezo surveys are
necessary to validate these findings.
Source: calculated from the Uwezo 1, 2 and 3 data
Figure 11: Test score pass rates for individual tests in Uganda by survey round,
(all children aged 10+)
29
37
38
32
41
46
51
52
44
01020304050
Combined English Numeracy
1 2 3 1 2 3 1 2 3

26.
24 Are Our Children Learning? • Literacy and Numeracy Across East Africa • 2013
CONCLUSION

27.
25Are Our Children Learning? • Literacy and Numeracy Across East Africa • 2013
5. Conclusion
T
his report summarises the main findings from the
Uwezo 3 survey, undertaken in Kenya, Mainland
Tanzania and Uganda in 2012. Covering virtually all
districts in these countries, with large sample sizes within
each district, the Uwezo surveys represent an extremely
rich source of information to monitor trends in learning
and to compare such outcomes both within and between
countries across the region.
The Uwezo 3 results are highly consistent with those of
the previous rounds. We find that many children that
attend school are not learning basic skills within the
first few years of education. Moreover, a substantial
proportion of children in their final years of primary
school have not mastered Grade 2 level competencies.
Thus, the education system is failing many children.
As previous surveys have shown, differences between
and within countries are large. Kenyan and Tanzanian
children perform similarly with respect to numeracy
skills; however, Kenyan children show higher literacy
skills. Ugandan children perform least well on the tests
on average. Nonetheless, English skills of Tanzanian
children are particularly weak. We also find very large
differences in learning outcomes between districts
and between socio-economic groups within the three
countries. This indicates that despite a commitment
to universal primary education, large disparities in
educational opportunities remain.
Considering the results from different rounds of the
Uwezo surveys, there is little evidence of large changes in
learning outcomes. Whilst it is difficult to establish robust
trends over time with only three data points, the results
suggest that learning outcomes in Kenya have remained
extremely stable. In Tanzania there is some evidence for
an improvement in numeracy skills. In Uganda, we find a
moderate improvement in literacy skills but a moderate
decline in numeracy skills.
Despite the despondent mood the lack of progress
suggests, the problem still remains, and so, we echo the
words of the EFA global monitoring report that
With 250 million children not learning the
basics and the 2015 deadline for the Education
for All goals fast approaching, it is vital for a
global post-2015 goal to be set to ensure that,
by 2030, all children and youth, regardless of
their circumstances, acquire foundation skills
in reading, writing and mathematics. Setting
a goal is not enough on its own, however; it is
also crucial to monitor progress to make sure
countries are on track to achieve the goal11
.
On the eve of 2015, we need fresh sets of solutions
informed by different mindsets. We need to question
the beliefs and practices that have become accepted
wisdom. We need to re-examine whether our obsession
with learning inputs and organizing classrooms by grade
and age in fact enable learning. We need to figure out
what it will take to get teachers to come to school every
day and teach well, so that we do not waste children’s
time and dash their aspirations. We need creative,
evidence based ideas on what works to drive our policy
agenda, and sharp political economy analysis and action
to get the execution right.
In the past 15 years, a committed global coalition –
involving governments, activists, donors and others
– came together to achieve significant progress on
expanding access to education. How we learn the lessons
from that effort to convene an even more powerful
coalition of delivery on learning outcomes will perhaps
be the greatest challenge for the next decade.
If we put our minds, hearts and imagination to it, we
could make it happen.
11
2013 EFA Global Monitoring Report, UNESCO (p89). http://unesdoc.unesco.org/images/0022/002256/225660e.pdf

36.
Why do we send our children to school? Do we do so to be able to say ‘my child is in school’?
Or do we do so to enable our children to learn?
Across East Africa an increasing number of children are going to school. Billions of shillings have
been poured into the education sector in recent years. But has this investment translated into
demonstrable learning outcomes for children? The Uwezo assessment seeks to provide rigorous
evidence to help answer just this question.
In the largest survey of its kind conducted annually across East Africa, Uwezo at Twaweza assesses
about 350,000 children aged 6 to 16 years on basic literacy and numeracy. This report presents
the headline findings of the third round of the Uwezo surveys, implemented in Kenya, Tanzania
(Mainland) and Uganda in 2012. The principal finding is that children are not acquiring foundational
skills of literacy and numeracy consistent with the official curricular requirements in their countries.
In short, children are in school, but not learning.
What should be done? We need different mindsets. We need to question the beliefs and practices
that have become accepted wisdom. We need to re-examine whether our obsession with learning
inputs and organizing classrooms by grade and age in fact enable learning. We need to figure out
what it will take to get teachers to come to school every day and teach well, so that we do not waste
children’s time and dash their aspirations. We need creative, evidence based ideas on what works to
drive our policy agenda, and sharp political economy analysis and action to get the execution right.
Uwezo East Africa at Twaweza
Gatundu Road, 3328 Kileleshwa,
P.O Box 13784
00800 Nairobi, Kenya
T: +254 715 563720; +254 786 563722
E: info@uwezo.net
W: www.uwezo.net / www.twaweza.org